doing the shopping for you and
you’ll end up buying twice as much
as you need.
I Hmm ... Interesting. I always thought
I was so hungry because it took me
hours to walk around the supermarket
before I could find everything I needed.
JH See, that’s another one of their tricks.
The longer you walk around the more
likely you are to pick up so-called
impulse items – things you didn’t
mean to buy but once you saw them ...
The way to handle this is to come with
a list and stick to it. If it’s not on your
list – you probably don’t need it! Also
try to do one weekly shop rather than
making a few small trips throughout
the week. That will give you fewer
opportunities to be tempted.
I Well, at least I’m OK there. I go
shopping every Saturday.
JH Actually, I’m sorry to say this,
but you’re not OK there. You see
if you shop at the weekends or
during peak hours then you end up
standing in the queue for ...
I ... about half an hour ...
JH Precisely. And while you wait, you
pick up a lot of chocolate bars or
chewing gum placed at this check-out
mini-market. Early mornings or late
evenings are much better because
you speed through the checkout and
get out of there before you make
another impulse purchase ...
Get ready for B2 exams
• The Get ready for B2 exams sections
can either be done as whole-class
activities, using similar principles
to the ones used in Get ready for
your exam 1–5, or you can simulate
a test situation and ask students to
do the tasks in test conditions. In
this case, set the same kind of time
limits for Reading, Use of English
and Writing as in the B2 exam.
• After students have done the tasks,
give them the key and ask them
to check their answers. They could
also check each other’s work, or you
could do it.
• Ask them which strategies they used
when doing the tasks, and discuss
exam strategies with the whole
class.
• For the Speaking tasks, give
students time to prepare or ask
them to prepare at home. Ask a
confident student to do the tasks
with you in front of the whole class.
• Ask the other students to assess the
performance of the student using
exam criteria, and then discuss the
assessment with the students. Or
allow the students to work in pairs
and take turns to be the examiner
and the student. Monitor and give
feedback at the end.Get ready for B2 exams 1
page 94–95
Reading
1 D 3 F 5 G
2 B 4 A 6 E
Use of English
1 1 B 6 B
2 C 7 B
3 A 8 D
4 D 9 A
5 A 10 C
2 1 that 6 which
2 when 7 how
3 told 8 on
4 what 9 to / for
5 if 10 allGet ready for B2 exams 2
page 96–97
Reading
1 E 3 D 5 F
2 B 4 C 6 A
Use of English
1 1 3 7 3
2 to 8 3
3 3 9 whole
4 was 10 by
5 were 11 3
6 of 12 was
2 1 exposed
2 relationships
3 journeys
4 plenty
5 fancy
6 getting
7 change
8 direction
9 carriage
10 seatReview 1 page 98
1 1 c of 6 b contacted
2 d had 7 a realised
3 b about 8 c draw
4 a When 9 a ordered
5 d picking 10 d cost
2 1 to 6 in
2 as 7 at
3 with 8 for
4 in 9 to
5 of 10 aboutReview 2 page 99
1 1 manager
2 information
3 operation
4 walkers
5 rapidly
6 visitors
7 childhood
8 regularly
9 beautiful
10 advert/advertisement
2 line 1: for the post
line 2: which was
line 4: I have (had)
line 5: helped / been helping
line 7: customers
line 10: who enjoys
line 10: working
line 11: I have met
line 12: have increased
line 14: to visit
line 19: faithfullyReview 3 page 100
1 1 where I had been
2 if he could help (her)
3 told his mum (that) he was going
4 that she would open the window
5 might arrive
6 If you press this key, the
computer
7 haven’t visited London for
8 have / ’ve been playing the piano
9 (always) used to go to school
10 believe (that) he’s
2 1 we will be staying
2 we would like to ask
3 We would also be grateful
4 we will be able to
5 it would be possible
6 you could email me
7 we can calculate
8 I will be making
9 could you let me know
10 I look forward toReview 4 page 101
1 1 been 6 to
2 her / the 7 would
3 out 8 where
4 had 9 for
5 made 10 had
2 1 are not going
2 has been
3 she’s
4 hadn’t
5 weren’t
6 been sleeping
7 was swimming
8 would
9 be flying
10 call